Objective To evaluate 3D printing technology-assisted teaching method in improving the orthopedic teaching based on Bloom's teaching goal. Methods A total of 24 medical students in grade 2014 at Army Medical University were randomly divided into experimental group and control group with 12 students in each. The same teacher gives same lecture of femoral intertrochanter fracture for the two groups, but experimental group had the lecture with the assistant of 3D printing femoral intertrochanter fracture model, and control group committed no such aide. After class, paper test were carried out, score and the number of multi-level questions, which students had in or after class were collected and analyzed with SPSS 12.0. Results The number of good question or wonderful treatment suggestion shows significant difference between the experimental group and control group (χ2=4.196, χ2=4.444, all P<0.05), with the former superior to the later, respectively; the results shows no significant between two groups in the number of innovative idea (χ2=2.182, P>0.05); the excellent score of theory examination shows no significant difference between the two groups (χ2=1.815, P>0.05), in spite of the fact the number of student with excellent score in experimental group was more than that in control group. Conclusions The 3D printing technology-assisted teaching method is helpful for the orthopedic teaching based on Bloom's teaching goal, but it is not significant to boost primary level to advanced level.
Wang Min
,
Song Xin
,
Ke Song
,
Xu Yuan
. 3D printing technology assistant teaching improve the learning outcome of orthopaedics teaching with different target levels[J]. Chinese Journal of Medical Education, 2020
, 40(5)
: 358
-361
.
DOI: 10.3760/cma.j.issn70-2018-0503-00325
[1] Scawn RL, Foster A, Lee BW, et al. Customised 3D printing: an innovative training tool for the next generation of orbital surgeons[J]. Orbit,2015, 34(4):216-219.DOI:10.3109/01676830.2015.1049367.
[2] Arantes M, Arantes J, Ferreira MA. Tools and resources for neuroanatomy education: a systematic review[J].BMC Medical Education,2018,18(1): 94-97.DOI:10.1186/s12909-018-1210-6.
[3] Hopkins R, Bowen J, Campbell K, et al. Effects of study design and trends for EVAR versus OSR[J].Vasc Health Risk Manag,2008,4(5):1011-1022.DOI: 10.2147/vhrm.S3810.
[4] Costello JP, Wilson JK, Louis C, et al. Surgical cardiac denervation therapy for treatment of congenital ion channelopathies in pediatric patients: a contemporary, single institutional experience[J].World J Pediatr Congenit Heart Surg,2015,6(1):33-38.DOI:10.1177/215013511455 5203.
[5] Jones DB, Sung R, Weinberg C, et al. Three-dimensional modeling may improve surgical education and clinical practice[J]. Surg Innov,2016, 23(2):189-195.DOI: 10.1177/1553350615607641.
[6] Lim KH, Loo ZY, Goldie SJ, et al. Use of 3D printed models in medical education: a randomized control trial comparing 3D prints versus cadaveric materials for learning external cardiac anatomy[J].Anat Sci Educ,2016,9(3):213-221.DOI:10.1002/ase.1573.
[7] Ford S, Minshall T. Invited review article: where and how 3D printing is used in teaching and education[J]. Additive Manufacturing,2019,25: 131-150.DOI:10.1016/j.addma.2018.10.028.
[8] 韩冠生,朱勋兵,韩俊柱,等.PBL教学法结合3D打印技术在骨科临床实习带教中的应用价值[J].齐齐哈尔医学院学报,2018,39(8):954-956.DOI:10.3969/j.issn.1002-1256.2018.08.038.
